Supervised Fieldwork Advisor; Course Instructor
Work with Families, Children, Schools, and Communities
Cristian R. Solorza has a combined 10 years of teaching experience in pre-school settings and as a dual language bilingual teacher (grades 2-5) in a New York City dual language public school.
He has been part of Bank Street College’s faculty since 2003. He teaches courses in language acquisition, bilingual literacy, bilingual curriculum, developmental variations, and advises students in dual language bilingual and special education settings.
Cristian also provides professional development to administrators, ESL, bilingual, and monolingual classroom teachers in their work with emergent bilingual students. His work has focused on the assessment of emergent bilingual learners, reading/writing with beginner/intermediate English language learners, coaching, lesson study, teacher collaboration, implementing Common Core State Standards and restructuring curriculum/lessons to meet the needs of emergent bilinguals.
Recent Professional Contributions
- EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society
- EDUC 515 Curriculum Development and Sheltered Instruction in Dual Language / Bilingual Classrooms
- EDUC 560 Native Language Literacy for Spanish-Speaking Children (Taught in Spanish)
- EDUC 803 Developmental Variations
- Fieldwork advisement to students: K-6 dual language bilingual, special, & general education settings
Bank Street College Committees: Curriculum Committee & Task Force
Co-writing a Resource Guide for Cooperative Teachers with Pamela Jones.
Serving as an Interim Associate Investigator in the CUNY-New York State Initiative on Emergent Bilinguals Research Team (CUNY-NYSIEB).
Working on a project with Pearson System of Courses and a team of Bank Street graduates. Together they are creating ELL modifications for three English Language Arts courses (grades 3-5) taught completely on iPads.
Program Coordinator of The Teaching Exchange program in Sincelejo, Colombia (Summer, 2013).
- Ed.M., Leadership for Educational Change, Bank Street College of Education
- M.S.Ed., Elementary and Special Education Dual Certification Program with Bilingual Extension, Bank Street College of Education
- B.S., Human Development and Family Studies, Cornell University
Selected Publications and Presentations
Menken, K and Solorza, C. (2014). Principals as linchpins in bilingual education: The need for prepared school leaders. International Journal of Bilingual Education and Bilingualism. Retrieved from http://dx.doi.org/10.1080/13670050.2014.937390.
Menken, K., & Solorza, C. (2014). No child left bilingual: Accountability and the elimination of bilingual education programs in New York City schools. Educational Policy, 28(1), 96-125.
Menken, K and Solorza, C. (2013). Where have all the bilingual programs gone?!: Why prepared school leaders are essential for bilingual education. Journal of Multilingual Education Research, 4(3), 9-39.
Menken, K., & Solorza, C. (2011). Factors in school administrators’ decisions about educational programming for emergent bilinguals. A report for the Division of Students with Disabilities and ELLs of the New York City Department of Education.
Menken, K., & Solorza, C. (2011). Where have all the bilingual programs in New York City gone?! The role of school administrators in language education policymaking. Conference presentation, Annual Conference. American Association for Applied Linguistics, Chicago, IL.
Menken, K., & Solorza, C. (2011). Where have all the bilingual programs in New York City Gone?! Perspectives of principals on the citywide loss of bilingual education programs. Conference presentation, Immigration and Education Conference. City College of New York, New York, NY.
Menken, K., & Solorza, C. (2011). Where have all the bilingual programs in New York City gone?! Factors in school administrators’ decisions to eliminate their bilingual education programs. Conference presentation, Forum. Research Institute for the Study of Language in Urban Society, New York, NY.
Hernandez, L., & Solorza, C. (2009). BETLA teacher leaders: An unselfish sense of purpose. In G. Schmerler (Ed.), Occasional paper series 23: Teacher leaders: Transforming schools from the inside (pp. 57-66). New York, NY: Bank Street College of Education.